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- Collaborative working
-Students were motivated
-Learned by doing, from others and from mistakes
-Interaction
-The teacher was guiding
-constructive learning

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- Visual aids / examples provided
- Peer interacion
- Sharing and exchanging knowledge
- Creative work
- More than one final product
- Active learning
- Learning through experience (trial and error)
- Motivating procedure

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learn by doing
creativity
everyone participates
pair work
learning from others
fun
motivational
previous knowledge
there was no language support

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dynamic, ss moving around the classroom

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ss could share their ideas, speaking practice encouraged

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ss were allowed freedom to use own creativity

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Teacher let's students learn by doing:
make them think how a plane works.
Give time to try the project in pairs and let's them sharing it with the class.
Give visual support.
He asks questions to make students thinks.
Promote active learning.
learning strategies variety.

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- we had fun

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Provides students the opportunity to work in pairs

Fosters dynamism and reflection (learning from others)

There was no assessing during the activity

Are all the contributions right?

Maybe a model/ simple instructions / support was missing at the beggining

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Groups.
Crestivity.
Sharing knowledge.
Active learning.
Visual support.
Learning by doing.
Students are the protagonists.
The activity provides the chance to talk.
Experimentation.

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It was FUN, imaginative, there was interaction, previous knowledge checked, students learnt by doing, group work, they share the product, some students were teaching other students, opportunities to produce language, foster students self-esteem.
BUT, no language support, no feedback.

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Students were motivated
Learning by doing
They help each other

Difficulty of checking student learning
Time to try again

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-More interaction from the students.
-

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-Teacher didn't check on the students progress.

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- The teacher was giving instructions very fast
- High level vocabulary
- Students needed time and they couldn't ask questions and talk to each other.
-students were confused

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The teacher doesn’t encourage students for an active learning
No chances to students. No time. No cheking

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The students didn’t understand the instructions

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The class was boring. Pupils could not follow instructions. Too complex. Mess.

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- too fast when giving the instructions.
- no visual support
- no dynamism

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-rigid, boring, hard-to-follow
-only one possible paper jet could be made
-no visual support
-no modelling
-cross teacher

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Great and useful example so as to explain diversity in a real class

Instructions could had been more detailed and visual at the beginning

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The first class was traditional.
-Individual work: It didn't allow students to work in pairs or help each other.

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- The aim was doing an especific type of paperjet without thinking of the process.
-  Students frustation. They can't follow the steps.
-  Individual working.

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1rst class: In this class students only have to listen and follow the instructions, but they don't have the opportunity to interact and think for themselves about the task.
A passive learning process.

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Following instructions without providing further help

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- Not visual suport to follow the instructions
- Individual work
- Fast pace reading
- No example provided
- No checking during the process to ensure students are On the right track

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He didn’t motivate students.
No T-S / S-S interaction.
No visual/ language support provided.
There’s no final product.